Development of Communicative Language Teaching (CLT) Integrated with the ESA Instructional Model to Enhance English-Speaking Skills in Basic Education High School Grade-Ten Students in Myo Chaung, Myanmar

Abstract

This study explores a new teaching model that integrates Communicative Language Teaching (CLT) with Jeremy Harmer’s Engage-Study-Activate (ESA) framework to improve English-speaking skills among Grade 10 students at Basic Education High School in Myo Chaung, Myanmar. Recognizing English as the global lingua franca and the challenges faced by rural learners (e.g. limited practice opportunities and traditional grammar-focused instruction), the research adopts a Research and Development (R&D) approach. Seventy Grade Ten students participated in an eight-week instructional intervention designed around CLT-ESA principles: engaging activities, study of language forms, and activation through real communication tasks. Data collection included pre- and post-tests of speaking performance, classroom observations, student and teacher surveys, and expert validation (IOC).

The results show that students’ speaking proficiency improved dramatically after the intervention. Average scores for pronunciation, grammar accuracy, vocabulary use, fluency, and comprehension rose substantially from pre-test to post-test. Statistical analysis confirmed these gains were highly significant. Qualitative feedback indicated that learners became more confident, motivated, and actively engaged in speaking activities. Teachers found the CLT-ESA method practical and effective in the resource-limited context of Myo Chaung. These findings align with theory: CLT emphasizes meaningful communication over rote practice, and the ESA sequence ensures sustained engagement while addressing both accuracy and fluency (Harmer, 1997).

The study demonstrates that the CLT-ESA model can effectively bridge the gap between traditional teaching and communicative competence in under-resourced rural schools. It recommends broader adoption of this integrated approach, accompanied by teacher training and curriculum support, to improve English education in Myanmar. Suggestions are offered for policy, teacher development, and future research on sustaining such innovations.